Facilitator's reflection

Hi everyone! This is Ana Isabel and this week I'm the facilitator of the Happy Flowers group 💪🏼

The task of this week allowed us to have fun and create content in a new format: a radio program! 🎙️📻 Mixing all the competencies and knowledge we have acquired, I think we have done it in a good and effective way.

At first, we divided the three activities into mini-groups to keep it easier. In pairs, we chose one of the options (no computer or devices, no or poor internet connection and non technological devices activities) and we worked on them. I have to say that maybe, the only concern we had was when doing the "non technological devices activity" due to the difficulty of showing and proofing how we did the activity, but this wasn't at all a big problem.

We had to think about doing them as if the activities were done in class, but this was not difficult at all because the platform "hour of code" allowed and provided us the information for doing it (the length of time, the technology used, the topics discussed, the required experience of the student's, etc). We have learn so much with this website and I'm sure we will use it in the future and we will put these activities on practice.

In a zoom meeting, we organised the activities and we created a shared document on Google Drive to create a "script" for our radio program. We tried to allocate all the ideas we had to say in the better way and, like this, we could have a nice final result, with a lot of collaboration and a notable participation of everyone on it.

We only felt a little frustration when editing the audio of the radio program, because we didn't know how to edit everyone at the same time and make it easier in this way 😬. We tried two or three tools in order to see how they worked, but finally we decided to do it with "Audacity". However, the problem was still there: we could edit together at the same time, but we quickly found a solution. We recorded ourselves at home and then we upload our audios to a shared folder in Google Drive and we numbered the audios as they were in order and it could be easier for the person who would edit the audio. In this case, Elena was the editor of the audio, and it was really easy for her to do it because of the great idea of putting the audios in order. Then, she also added a free license music for the audio with Filmora and... that's it, it was done! ✔️

We didn't find any real or mayor concern on doing this task, so I could say we are satisfied with this task.

I really hope it has been such a nice week for you too! 😉

star's reflection

Hi there! This is Daniela and this week I've been the star of the task 7, called "Exploring Tasks with Digitals Computational Thinking and Coding", but this time without Elena :(😓

The Hour of Code https://hourofcode.com/ is a global movement that helps you to explore tasks for coding. So, in this task we were required to test three activities from this website where we can find lots of games that allow us to learn how to code: https://hourofcode.com/us/gb/learn 😍

Those three activities that we had to choose had to be from those classified on Grades 2-5.

One of them had to be used on poor or no internet conditions, another without computers or devices and the last one as we wished, without requirements.

After having tested the three of them and collecting some evidence that you can se on the journalist's post, we had to answer some questions. Finally, we had to present our work in a Podcast format, including an advertisment for "The Hour of Code", an interview regarding the experience and a reflection about the importance of using this activities in the classroom. 

I know that you are looking forward to listen to our radio program so here you have the link: https://drive.google.com/file/d/1XMRcuQ2Zlb0PJRzLwtk3F2feM09oYie6/view?usp=sharing 👏💥

Also, we had to asses the three games we had tested and include them in the general classroom Ethics Tools' database that we created for task 5: https://docs.google.com/document/d/1M2toJxN0cHBrjoYckRHCjf6jg8Fwzt3MItwZPYfK188/edit?usp=sharing

I have really enjoyed this task and the process of doing it. I found it a very interesting activity from which we have learned a lot. I didn't even know that The Hour of Code movement existed! So it has been a good discovery and it is good to know that these types of games exist in order to use them in our future as teachers😍

Regarding the process of doing the task, it was quite new as we have never created a radio program before , but the apps recommeded by Linda made it easy to create it. Also, we really enjoyed doing it as we laughed a lot listening to the audios in which we didn't get the sentences right😂

Enjoy the weekend and see you next week with task 8!!👋

Journalist's reflection

Hey there! I’m Elena and this week I’ve been the journalist of the group. This week I am in charge of telling you a bit about our week of work, what we have done and the process. In addition, I wanted to make a more visual weekly article, with a video. So you can choose whether to read the article or watch it.

 

First of all, before getting down to the actual task, we divided up the roles. One day later, on Friday, we decided to meet to find out how to start the task and to see if we had any doubts. As well as dividing up the work itself. We also divided the three parts in pairs, so that each pair played a game. But before choosing the games we explored the website 'The hour of code'. Finally, after trying several, we ended up choosing "Dance Party", "Passion for Pixels" and "Dragon Blast".

The next day, each pair was left to their own devices according to their schedule, without pressure. Each one recorded themselves playing and learning. In addition to evaluating the applications with the rubric we did in Task 5. 

On Sunday 25/04 we all met again to see together what each one had, and to advise each other on our games. Once this sharing was done, we made a possible script, in which we only put as a dialogue the questions given by Linda and a question about our experience with each game.

Finally, on Monday Linda published the instructions to make the radio itself, so as we already had a draft script, the only thing we did on the script was to add what was missing (the announcement, the reflection and a bit more about our experience). After doing this, we divided the script and started recording. This process was quite funny as we did a lot of takes until it came out the way we liked it. After we had it all recorded, it was time for the editing phase. First we started to edit it and put all the audios together with Audacity, once we finished what we wanted to do there, we used Filmora to perfect it. Finally we converted it to audio. We stayed up late working on it, as we preferred to have it all done, so that on Tuesday morning we could just share it.

Here you can listen to our final work.

And that's how our week of work went.

This week we discovered the Audacity That is a very useful app for editing audios.

Also, as this week's journalist, I would like to recommend the JAMAP group. The organisation of their blog is impeccable, as well as the information they publish and the recommendations, which are very useful. 

In addition, I would like to recommend the blog of https://www.imaginacreaeduca.com/ because it is a blog I have been following for a long time, as well as her Instagram account, and I have found it very useful and inspiring. It's mainly about resources for teachers, organisers, etc. 

I hope you like this! See you soon!💕👋

Analyst's reflection

 Hello guys! I'm Ana and this week I would perform the role of the analyst. In this post you will be able to read our task 7 final reflection, which is about exploring tasks with digitals, computational thinking and coding. Hope you could learn something about it!😉

One of the best parts of the activity was recording the audios for the radio program. I think it was different, and, for that reason, more enjoyable. Performing the three activities was also funny and entertaining, but it was similar to the previous tasks we've done before! On the other hand, the worse part of the task was trying to find an activity which was interesting enough for us, as we didn't wanted to do, you know, like the first activity we found without wondering if it was a mediocre one. 

The best moment in the work of the group was on Monday, as we were all involved in the task as a team, working together and being so productive. Another great moment was when we were able to listen to our final work and to see, thanks to that, the results of our effort. It was really gratifying for us! Nevertheless, at first, we didn't had the instructions for doing the radio program as an autonomous work, and we were a bit lost. We didn't know if we had to wait until monday to start recording and to modify the script, how much time did we have and so on.

With this task, we have learnt that there are more kinds of activities suitable for doing without Internet connection or even without computers or devices than we thought and this is awesome. 

For the next time, we need to conserve the method in which we work, as a group, colaborating always all together. Maybe we could improve being more productive when we meet through Zoom, because sometimes we spend time talking about our things and laughing. Even so, I think this isn't a really bad thing for us, as it is also important to have fun and enjoy each moment!

The content worked in task 7 is directly related to the course and our degree because it is about the different types of activities and games children are able to do, and they might be very useful for the real life, as children could be able to do the same task as the one we've done this week.

I wish this post has been useful for u. I've enjoyed writing it and reflecting on it. See you next week, buddies!!!💓

Analyst's reflection

 Hey everyone! 🙋🏻‍♀️ What's up? I’m Ana Isabel and for this task I’ve been the analyst of the group. My aim this week is to do a final reflection of our work, so here you have it!

This week, the best part of the activity for us was elaborating the storytelling. We didn't used "Animaker" before and we had never invented and created a story like the one we did, so undoubtedly it was a very special and nurturing experience for us.

I don't really know how to say what has been the worse part of doing this task, maybe the more boring one has been evaluating the different apps we have used. Actually, I think we have enjoyed a lot this activity of the week and there is nothing really worse.

The best moment of the week was when we all were creating the script for our storytelling "Gabriella and the poetry". We were all giving different ideas to compose the whole story, and this was a really creative and rewarding part of the task. However, I think there was a worse moment of the week. This was the one in which we were like a whole day without any inspiration nor new ideas. We were a bit "disoriented" because it was the first day of the task and none of us knew where to start.

We have learnt so many things! We discovered two amazing apps: "Pathbrite" and "Animaker". We didn't know at all about this tools, but once you use them, you would like to repeat! There are really interesting, especially Animaker. It is an easy and fantastic tool for creating videos in the way you want, offering you many options of customization.

For the remaining weeks of this course, we have to mantain the good vibes and the strong collaboration and communication we have among us. However, the only thing I think we could improve is the positivism, because sometimes we crash down for a moment, and this is not bad, but maybe we can be a little bit more positive.

The content we have seen in this activity is very important for us as future teachers. Knowing about the different apps we could use to create different content and to develop our creativity is really crucial. Besides, nowadays technology and computers are a huge part of our present-day life, and getting to know about TACCLE is something which I'm sure that it will help us in the future in some way.

So, this is everything! I encourage you to use and try this three amazing tools: "Animaker" (An online do-it-yourself  animation video maker), "Pathbrite" (An online tool for ePortfolios) and "Vocabulary.com" (A platform all about words).

Hope you liked it! 👍🏼

See you and take care!! 🥰🥰🥰🥰

Journalist's reflection.

Hi!👋 It’s Paula, and this week I’m performing the role of journalist. If you want to know how our week has been, keep reading!!😉

This task, the sixth one, started on 14th April. The format of this task was very similar to the one of Task 4. We had to explore TACCLE 2 book, chose an activity, perform it as if we were the students, and then prepare a Pecha Kucha presentation (20 slides in 20 seconds each) explaining how it went and asking some questions. In this case, the activities included in TACCLE 2 book were focused on digitals for fostering transversal key competencies. 

On our first meeting, we chose the three activities we were going to combine to create a whole task and we started working on them. We decided to create a short movie, so we started by writing the script on Pathbrite. Once we had the script, we used vocabulary.com to write down the new words we had learned while writing our story. After that, we created the video with Animaker, which I must admit was really funny. One positive aspect of this online tool is that it is possible for more than one person to create and edit at the same time, which made our work way easier and quicker. Finally, we designed an invitation to the presentation of the film in Canva. 

Once we had done the task we developed by combining three activities of the book, we were ready to start working on the slide show. We created a shared Google Doc and a Google Presentation to answer the task's questions and to prepare the Pecha Kucha. 

I have to say that we were very effective this week and much more concrete than the weeks before. There hasn’t been any problem beyond the little indecision when we had to choose the three activities on the book, which I don’t really consider a problem itself, but a natural part of the process of starting a task. As a group, we think we have improved a lot since the start of this subject, reflecting on how we work now and the results we are obtaining. 

To conclude, this is a summary of the apps and online tools we have discovered thanks to this task: 

• Pathbrite.
• Animaker.
• Vocabulary.com

Last but not least, I would like to recommend a blog from my classmates: https://fantas-ticgirls.blogspot.com/. They are very hard-working and their posts are really interesting!.  

See you next week 😊😊.

Bye!!👋

Star's Reflection

Hi there! We're Daniela and Elena, and this week we've been the stars of our group. ⭐⭐

This week we've been in charge of presenting to our classmates the task 6 of the subject which is called "Exploring Tasks with Digitals for Fostering Transversal Competencies"

The first step of this task is to download the book KEY COMPETENCES of TACCLE2 books: http://taccle2.eu/wp/books-2 Then, we have to choose four activities from different key competences in order to create a complex one.

Once the complex activity is done, we have to carry it out and answer the questions given by Linda. After all of that is finished and organized, we have to start creating our presentation with the PechaKucha format. This format consists of 20 slides of 20 seconds each of them that pass automatically. In this PechaKucha presentation we must include our experience doing the activity we have created, the answers to the questions and some recommendations. 

Finally, we have to assess the apps we have used and include them in the general classroom Ethics Tools' database that we created for task 5

If you want to see our final work, you just have to click on the following link: 

https://docs.google.com/presentation/d/1e1vJfQb-puoN5qn4oAu6Nvz0LYN1IfkG4Zj-97O6XyY/edit?usp=sharing

From our point of view as Stars, this task has been pleasant to present since we've been so involved and we have enjoyed creating it all together. The day of the presentation we were a bit nervous since it was the first time presenting a PechaKucha and we were under pressure because of the time.

Finally, everything went smoothly and we were very happy with the result.

Translator's reflection

 Hello!!! I'm Ana and my role this week is the translator. I will explain you the main 5 concepts of this topic and what have been the weaknesses at performing the task.

Transversal Competencies: They refer to all the skills and knowledge children should acquire to fit well in today's world. They almost concern their future work world and careers, as well as the school context.

Video: It is an audiovisual method of exposing whatever you want to say, or even receiving information and learning from it. It is also so easy to make. We have met through videoconferences to do the task, have watched different videos to learn how some apps worked and finally, presented our final work in video format.

Games: Games can make the learning process easier for children, as they enjoy while they are stuyding. In this task, they are supposed to come to know new vocabulary by playing games.

Bloom Taxonomy: The Bloom Taxonomy helps us to classify the different learning objectives in any task and, thanks to that, assess if they are suitable for us.

Technology: Technology combines the scientific knowledge with the Internet devices and creates a broad concept which is in everybody's daily life. It is sawn along all our work, since we have done it with different online apps, as Canva, Animaker, Vocabulary.com or Pathbrite. While performing the task, students will develop their technological skills as well.

What has been our main weakness while performing the task?

The main weakness we could have experienced has been trying to put all the information we had in a Pecha-Kucha of only 20 slides! I think we had too much information to show and we needed to summarise it.

Hope you've liked the post!!! Each moment we are even more and more closed to the end of the school year... Summer is about to start and I am waiting anxiously😍😍 See ya soon, guys👋

Facilitator's reflection

 Hello! It's Alicia and this week I have developed the role of facilitator

As you already know, the facilitator is in charge of making easier the group configuration and running. In order to achieve the goal of my role, I started by distributing the roles. Normally, I would have done a raffle (the one we consider to be the most fair), but this week we didn't need it as Daniela and Elena hadn't been stars yet. The result of the rest of the roles was the following: Paula jurnalist, Ana Isabel analyst, Ana María translator and me (Alicia) facilitator.

Then we read all the activities and chose the more interesting one for us. The 4 we liked the most were learning to learn, communication in foreign language, digital competence and lastly, cultural awareness and expression. 

We answered the questions related to the task in a zoom call, so we all contributed with our knowledge and ideas. Later we did the presentation but we weren't able to do it during a call because it was more difficult for us to coincide so each one did her part. Lastly, I reviewed the grammar, the format and the spelling. 

The previous day we encouraged and motivated our amazing stars, who did an excellent job while presenting the Pecha Kucha.👏👏

Have a nice weekend.

See you next week in another role💋

STAR'S REFLECTION - GOOGLE CLASSROOM

Hi everyonee! This is Daniela and in this task I have chosen Google Classroom as an online tool to evaluate it.

Google Classroom is a free web service developed by Google for schools that aims to simplify creating, distributing, and grading assignments. The primary purpose of Google Classroom is to streamline the process of sharing files between teachers and students.

To evaluate Google Classroom I have used the following two tools:

•  The rubric for eLearning Tool Evaluation: 

Category	Criteria
Functionality	Scale	Minor concerns: The tool can scaled to accommodate any size class but lacks flexibility to create smaller sub-groups or communities of practice
	Ease of Use	Works well: The tool has a user-friendly interface and it is easy for instructors and students to become skillful with in a personalized and intuitive manner.
	Tech Support / Help Availability	Works well: Campus-based technical support and /or help documentation is readily available and aids users in troubleshooting tasks or solving problems experienced; or, the tool provider offers a robust support platform
	Hypermediality	Works well: The tool allows users to communicate through different channels (audio, visual, textual) and allows for flexible/adaptive engagement with material (educators can share learning resources, reading materials, videos, links, and handouts)
Accessibility	Accessibility standards	Minor concerns: The tool has some limited capacity to meet accessibility guidelines
	User-focused participation	Works well: The tool is designed to address the needs of diverse users, their various literacies, and capabilities, thereby widening opportunities for participation in learning (Google Classroom has recently added the ability to send assignments for a specific student or group of students, what enables us to adapt more and more to the needs of our students)
	Required Equipment	Works well: Proper use of the tool does not require equipment beyond what is typically available to instructors and students (computer with built-in speakers and microphone, internet connection, etc.)
	Cost of Use	Works well: All aspects of the tool can be used free of charge.
Technical	Integration/ Embedding within a Learning Management System (LMS)	Works well: The tool can be embedded (as an object via HTML code) or fully integrated (e.g. LTIcompliant tools) into an LMS while maintaining full functionality of the tool.
	Desktop / Laptop Operating Systems	Works well: Users can effectively utilize the tool with any standard, up-to date operating system.
	Browser	Works well: Users can effectively utilize the tool with any standard, up-to date browser
	Additional Downloads	Works well: Users do not need to download additional software or browser extensions
Mobile Design	Access	Works well: The tool can be accessed, either through the download of an app or via a mobile browser, regardless of the mobile operating system and device. Design of the mobile tool fully takes into consideration the constraints of a smaller-sized screen.
	Functionality	Works well: There is little to no functional difference between the mobile and the desktop version, regardless of the device used to access it. No difference in functionality between apps designed for different mobile operating systems.
	Offline Access	Minor concerns: Offers a kind of offline mode, where the tool can be used offline (check out your work) but core functionality is affected.
Privacy, Data Protection, and Rights	Sign Up/  Sign In	Minor concerns: instructors are the only users required to provide personal information to set up an account ( each user has unique login credentials so that individual accounts remain protected and the teacher should restrict Classroom activity to class members.)
	Data Privacy and Ownership	Works well: Users maintain ownership and copyright of their intellectual property/data; the user can keep data private and decide if / how data is to be shared
	Archiving, Saving, and Exporting Data	Works well: Users can archive, save, or import and export content or activity data in a variety of formats You can customize your archive format: Delivery method - send download link via email -Add to Drive -Add to Dropbox - Add to Microsoft OneDrive -Add to Box Export type -One-time archive (Create a single archive of your selected data.) -Scheduled exports (Automatically create an archive of your selected data every 2 months for one year) File type -Zip files (These files can be opened on almost any computer.) -Tgz files (You may need additional software to open these files on Windows.)
Social Presence	Collaboration	Minor concerns: The tool has the capacity to support a community of learning through asynchronous but not synchronous opportunities for communication, interactivity, and transfer of meaning between users There is no real communication with others and they are not in the same place.
	User Accountability	not applicable
	Diffusion	Works well: The tool is widely known and popular, especially with the pandemic situation. it’s likely that most learners are familiar with the tool and have basic technical competence with it.
Teaching Presence	Facilitation	Works well: The tool has easy-to-use features that would significantly improve an instructor’s ability to be present with learners via active management, monitoring, engagement, and feedback
	Customization	Works well : easily customized to suit the classroom context. You can modify the details of a class and customize its settings. For example, you can change the name of the class and select how class assignments are displayed on the board. Also, you can set up a rating system and show or hide overall grades in the class. if you allow it, students can post messages and comment on each other's posts on the board page.You can watch comments and posts that individual students have written and then deleted.
	Learning Analytics	Serious concerns: The tool does not support the collection of learning analytics
Cognitive Presence	Enhancement of Cognitive Task(s)	Serious concerns:The tool acts as a direct tool substitute with no functional change to engagement in the targeted cognitive task(s)
	Higher Order Thinking	not applicable
	Metacognitive Engagement	not applicable

• Common Sense Privacy Program

Privacy evaluation for Google classroom is here, so you can find the information in the following link: https://privacy.commonsense.org/evaluation/Google-Classroom

Hope you like it and see you next week!🙋

STAR'S REFLECTION - ZOOM

Hi there! This is Elena and in this task I have chosen Zoom as an e-Learning tool.⭐

First, before evaluating the tool, I would like to introduce it briefly, although I am sure we all know what it is.

- Zoom is a platform for creating video calls and online meetings. It can be used from the application or even from the internet itself, and can be connected to it from any digital device.

- It was founded on 21 April 2011 by Eric Yuan. Despite its founding date, Zoom had its heyday during the year 2020, due to Covid-19. Due to the quarantine; many activities, jobs, classes... could follow their course correctly (within the circumstances) and it has also facilitated contact between family and friends.

 

Category	Criteria
Functionality	Scale	Works well: The tool can be scaled to accommodate any size class with the flexibility to create smaller sub-groups or communities of practice
	Ease of Use	Works well: The tool has a user-friendly interface and it is easy for instructors and students to become skillful in a personalized and intuitive manner.
	Tech Support / Help Availability	Minor Concerns: Technical support and help documentation is available but limited, incomplete, or not user friendly.  You can support your lesson with whatever you want, sharing the screen.
	Hypermediality	Works well: The tool allows users to communicate through different channels (audio, visual, textual) and allows for non-sequential, flexible/adaptive engagement with material
Accessibility	Accessibility standards	Not applicable
	User-focused participation	Works well: The tool is designed to address the needs of diverse users, their various literacies, and capabilities, thereby widening opportunities for participation in learning.
	Required Equipment	Works well: Proper use of the tool does not require equipment beyond what is typically available to instructors and students (computer with built-in speakers and microphone, internet connection, etc.)
	Cost of Use	Minor Concerns: Limited aspects of the tool can be used for free with other elements requiring payment of a fee, membership, or subscription. Specifying, in Zoom everything is free, but there is a premium option, which allows you to spend more than 40 minutes in one session. It also allows you to include more than 100 people in the room.
Technical	Integration/ Embedding within a Learning Management System (LMS)	Works well: The tool can be embedded (as an object via HTML code) or fully integrated (e.g. LTIcompliant tools) into an LMS while maintaining full functionality of the tool.
	Desktop / Laptop Operating Systems	Works well: Users can effectively utilize the tool with any standard, up-to date operating system.
	Browser	Works well: Users can effectively utilize the tool with any standard, up-to date browser. It works with anyone, although it works best with Google Chrome, Mozilla Firefox and Chromium Edge browsers.
	Additional Downloads	Works well: Users do not need to download additional software or browser extensions. You can download the Zoom app itself, but it is not necessary.
Mobile Design	Access	Minor Concerns: The tool offers an app, but only for a limited set of mobile operating systems. Tool is not accessible through a mobile browser. Design of the mobile tool constrained by the limitations of the mobile device.
	Functionality	Minor Concerns: Core features of the main tool are functional on the mobile app but advanced features are limited. Some difference in functionality between apps designed for different mobile operating systems, but has limited impact on learners’ use of the tool.
	Offline Access	Serious Concerns: The mobile platform cannot be used in any capacity offline.
Privacy, Data Protection, and Rights	Sign Up/  Sign In	Minor Concerns: Either instructors are the only users required to provide personal information to set up an account; or the tool has been vetted through appropriate channels to ensure strict adherence to local, institutional, or personal policies/standards for protecting the collection and use of student personal data by a third party group.  You don't need to register for Zoom if you are just joining meetings. You will need to register if you want to create the meetings yourself.
	Data Privacy and Ownership	Works well: Users maintain ownership and copyright of their intellectual property/data; the user can keep data private and decide if / how data is to be shared.
	Archiving, Saving, and Exporting Data	Not applicable
Social Presence	Collaboration	Works well: The tool has the capacity to support a community of learning through both asynchronous and synchronous opportunities for communication, interactivity, and transfer of meaning between users
	User Accountability	Works well: Instructors can control learner anonymity; the tool provides technical solutions for holding learners accountable for their actions
	Diffusion	Minor Concerns: Learners’ familiarity with the tool is likely mixed, some will lack basic technical competence with its functions.
Teaching Presence	Facilitation	Minor Concerns: The tool has limited functionality to effectively support an instructor’s ability to be present with learners via active management, monitoring, engagement, and feedback. It is not the same as in face to face lessons.
	Customization	Works well: Tool is adaptable to its environment: easily customized to suit the classroom context and targeted learning outcomes
	Learning Analytics	Minor Concerns: Instructor can monitor learners’ performance on a variety of responsive measures. These measures can be accessed through a user-friendly dashboard
Cognitive Presence	Enhancement of Cognitive Task(s)	Not Applicable
	Higher Order Thinking	Serious Concerns: The tool likely does not engage learners in higher order thinking skills (despite significant consideration to design, facilitation, and direction from instructor)
	Metacognitive Engagement	Serious Concerns: There are no opportunities for formative feedback on learning (i.e. lacking opportunities for tracking performance, monitoring improvement, testing knowledge on a regular basis)

According to https://privacy.commonsense.org/ Zoom has an 88% reliability rate with respect to privacy.

The rating:

• DATA COLLECTION SCORE: 65%

• DATA SHARING SCORE: 85%

• DATA SECURITY SCORE: 95%

• DATA RIGHTS SCORE: 95%

• DATA SOLD SCORE: 45%

• DATA SAFETY SCORE: 65%

• ADS & TRACKING SCORE: 85%

• PARENTAL CONSENT SCORE: 60%

• SCHOOL PURPOSE SCORE: 70%

If you want to know more about this rate you can click here.

Hope you like it, see you next week! :)